Analyzed in this report is salient research on exemplary schools based on alternative models of identifying exemplary programs by expert judgment or by regression analysis. The conclusion is that characteristics of exemplary schools are remarkably similar regardless of how they are identified, supporting the view that the characteristics are generalized rather than method-specific. A summary of research findings outlines characteristics including: principals' leadership and instructional training; teachers' high expectations and effective classroom management techniques; students' sense of control of their destiny and belief in hard work; parents' involvement and perception of belonging to an educational partnership; high expectations for all students and staff; organizational principles including high priority for instructional activities; instructional practices such as clear identification of academic objectives, use of small groups or individualized instruction for reading and mathematics, direct instruction, and consideration of students' prior learning and learning styles. The alternative methods of exemplary school identification are judged valid, and the high performance of exemplary schools is not to be accounted for by chance or statistical error. Pinpointed as key elements of exemplary schools are the principal's leadership style and the high number of mediating structures, or adult interpretations, that reflect positively on students' abilities. Policy implications are drawn. (MJL)